Meta-analysis of interventions and their effectiveness in students’ scientific creativity

Bi, Hualin; Mi, Shuaishuai; Lu, Shanshan; Hu, Xinyang

doi:10.1016/j.tsc.2020.100750

Cited by 25 publications

(24 citation statements)

References 55 publications

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“…Learning activities in which students conduct scientific investigations and try to solve real-life problems allow young people to develop their understanding of core ideas in science and engineering, encourage them to participate in public scientific discussions, and teach them to be critical when they encounter scientific information in everyday life (National Research Council, 2012a , 2015 ). These goals all require scientific knowledge and scientific creativity, in the sense of being able to generate, develop and assess potential problem-solving pathways and solutions (Hu and Adey, 2002 ; Vincent-Lancrin et al, 2019 ; Bi et al, 2020 ). Problem-based learning in STEM education provides an outstanding opportunity to enhance students' scientific knowledge and creative processes, allowing for promotion of scientific creativity (Hathcock et al, 2015 ; Lyre, 2018 ; Bi et al, 2020 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…These goals all require scientific knowledge and scientific creativity, in the sense of being able to generate, develop and assess potential problem-solving pathways and solutions (Hu and Adey, 2002 ; Vincent-Lancrin et al, 2019 ; Bi et al, 2020 ). Problem-based learning in STEM education provides an outstanding opportunity to enhance students' scientific knowledge and creative processes, allowing for promotion of scientific creativity (Hathcock et al, 2015 ; Lyre, 2018 ; Bi et al, 2020 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems

Michalsky

Cohen

2021

Front. Psychol.

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Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes. Individuals' participation through the different stages of SSRL (forethought, performance, and reflection) was assessed using video recordings, and their scientific knowledge was measured through pre-and post-intervention knowledge tests. While all groups improved their scientific knowledge, individuals receiving only SSRL support improved their participation in most stages of SSRL compared with those receiving creativity or combined support, and a control group which received no support. The findings strengthen the case for SSRL-directed question prompts as a means to enhance student engagement in problem-solving tasks.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems

Michalsky

Cohen

2021

Front. Psychol.

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“…Self-change is one of the basic human life needs (Lassig, 2020;Tsai et al, 2015). Second, creativity or creative thinking as the ability to see various possible explanations for a problem, is a form of thought that has received less attention in formal education (Bi et al, 2020;Sadeghi & Ofoghi, 2011). Third, being busy creatively is useful and gives individuals satisfaction (Gralewski & Karwowski, 2019).…”

Section: Introductionmentioning

confidence: 99%

Positive Contribution of Creativity and Independence to Student Learning Outcomes in Digital Communication Simulation

Suryani

Maksum

2020

JERE

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This study aims to measure and analyze the contribution of creativity and independence to student learning outcomes in the tenth-grade digital communication simulation subject in the Department of Tourism. This type of research is quantitative with a correlational approach. The population of this research is 287 people. Sampling in this study was carried out using a proportional random sampling technique. Samples were taken randomly, as much as 20% of the total population. So that 57 respondents were obtained as a sample. The data collection instrument used a questionnaire using a Likert scale. The data analysis technique in this study used simple regression analysis and multiple regression. The results showed the regression equation, Y = 20,211+0,274X1+0,292X2. The data analysis result also showed that learning creativity contributed to learning outcomes by 32.4%. Learning independence contributed to learning outcomes by 42.7%, and learning creativity and learning independence contributed to learning outcomes by 49.5%. Based on these results, learning creativity and learning independence contribute to student learning outcomes in the tenth-grade digital communication simulation subject of the Tourism Department.

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“…Learning activities in which students conduct scientific investigations and try to solve real-life problems allow young people to develop their understanding of core ideas in science and engineering, encourage them to participate in public scientific discussions, and teach them to be critical when they encounter scientific information in everyday life (National Research Council, 2012a. These goals all require scientific knowledge and scientific creativity, in the sense of being able to generate, develop and assess potential problem-solving pathways and solutions (Hu and Adey, 2002;Vincent-Lancrin et al, 2019;Bi et al, 2020). Problem-based learning in STEM education provides an outstanding opportunity to enhance students' scientific knowledge and creative processes, allowing for promotion of scientific creativity (Hathcock et al, 2015;Lyre, 2018;Bi et al, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…These goals all require scientific knowledge and scientific creativity, in the sense of being able to generate, develop and assess potential problem-solving pathways and solutions (Hu and Adey, 2002;Vincent-Lancrin et al, 2019;Bi et al, 2020). Problem-based learning in STEM education provides an outstanding opportunity to enhance students' scientific knowledge and creative processes, allowing for promotion of scientific creativity (Hathcock et al, 2015;Lyre, 2018;Bi et al, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Meta-analysis of interventions and their effectiveness in students’ scientific creativity

Cited by 25 publications

References 55 publications

Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems

Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems

Positive Contribution of Creativity and Independence to Student Learning Outcomes in Digital Communication Simulation

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